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Wiederspan, Mark – Center for Analysis of Postsecondary Education and Employment, 2015
The degree to which students are able to make adequate repayments on their student loans and avoid default is of special concern for colleges. If too many former students go into default, the college will face sanctions by the federal government and lose eligibility to provide currently enrolled students federal financial aid, such as the Pell…
Descriptors: Student Loan Programs, Loan Repayment, Loan Default, College Students
Dee, Thomas S. – Economics of Education Review, 2011
Wisconsin's influential Learnfare initiative is a conditional cash "penalty" program that sanctions a family's welfare grant when covered teens fail to meet school attendance targets. In the presence of reference-dependent preferences, Learnfare provides uniquely powerful financial incentives for student performance. However, a 10-county…
Descriptors: Sanctions, Welfare Recipients, Welfare Services, Financial Support
Mowat, Joan – Support for Learning, 2009
This article focuses upon the relationship between social and emotional behavioural difficulties (SEBD) and learning. It argues that, while inclusion is desirable in principle, it can be highly problematic in practice. Further, it explores the contested nature of the concept of SEBD and the nature of support for pupils categorised as such. The…
Descriptors: Inclusive Schools, Intervention, Sanctions, Student Behavior
Beam, Eric Adam – Online Submission, 2008
This study is a mixed-methods case study of Antelope Valley High School (AVHS). AVHS was one of the first six schools in California to receive academic sanctions since the passage of the No Child Left Behind Act of 2001. It was also the first high school to receive a State Trustee who was embedded at the school every day for two school years. AVHS…
Descriptors: High Schools, Intervention, Sanctions, Federal Legislation
Cusack, Michael J. – Chronicle of Higher Education, 2007
This fall the Academic Progress Rate, a formula that the National Collegiate Athletic Association developed to measure the academic performance of its member teams, will go into full effect. Known as the APR, the formula consists of two variables: academic performance (which requires satisfactory grades and timely progress to a degree) and student…
Descriptors: Majors (Students), Athletics, Sanctions, Academic Achievement
Figlio, David N.; Rouse, Cecilia E.; Schlosser, Analia – Urban Institute (NJ1), 2009
The relatively poor academic achievement of black and Hispanic students has been a national concern since the passage of the "Elementary Secondary and Education Act" in 1963. Frustrated with relatively slow progress in closing these educational gaps, the most recent reauthorization of the ESEA, the "No Children Left Behind Act of…
Descriptors: Incentives, Economically Disadvantaged, Academic Achievement, Grading
Guilfoyle, Christy – Educational Leadership, 2006
Its focus on holding schools accountable for student achievement on standardized assessments sets NCLB apart from previous versions of the law. The more severe consequences for schools that do not show the necessary improvements in student achievement--such as restructuring and state takeovers--loom just around the corner. Many educators are…
Descriptors: Sanctions, Academic Achievement, Accountability, Federal Legislation
Harr, Jenifer J.; Parrish, Tom; Socias, Miguel; Gubbins, Paul – American Institutes for Research, 2007
Passed in 1999, the Public Schools Accountability Act (PSAA) established a results-based accountability system in California with specific performance targets for schools. The PSAA created a system of rewards and sanctions for meeting or not meeting those targets, and established assistance programs for low-performing schools. In 2001, the High…
Descriptors: Sanctions, Academic Achievement, Program Implementation, Program Effectiveness
Ballou, Dale; Springer, Matthew G. – Urban Institute (NJ1), 2009
Under the No Child Left Behind Act, states have been required to set minimum proficiency standards that virtually all students must meet by 2014. Sanctions of increasing severity are to be applied to schools that fail to meet interim targets, known as Adequate Yearly Progress (AYP). The authors examine the effect of this legislation using…
Descriptors: Sanctions, Federal Legislation, Educational Assessment, Educational Improvement
Greene, Jay P.; Winters, Marcus A. – Education Next, 2004
Advocates of vouchers believe that public schools facing the threat of losing students and funding to private schools will take the measures necessary to raise student performance. Opponents worry that vouchers will actually leave public schools worse off by draining them of funds and encouraging the best students and the most involved parents to…
Descriptors: Program Effectiveness, Competition, Sanctions, Public Schools
Wilhelm, Terry – Leadership, 2006
Program Improvement (PI) and School Assistance and Intervention Teams (SAIT) programs place rigorous, narrowly defined requirements upon monitored schools and districts, with corrective actions typically written as both school-level and district-level interventions. The requirements, known as the Essential Program Components, aim to enable schools…
Descriptors: Program Effectiveness, Program Improvement, Achievement Gains, Sanctions
Smith, BetsAnn; Roderick, Melissa; Degener, Sophie C. – Educational Administration Quarterly, 2005
This article considers the relative impacts of student accountability policies and extended learning programs on the achievement gains of elementary and middle grade students. It shares qualitative and quantitative analyses of an extended learning time initiative implemented in conjunction with a high-stakes testing and retention policy. The…
Descriptors: Federal Legislation, School Holding Power, Achievement Gains, Sanctions
Lyons, James E.; Algozzine, Bob – Education Policy Analysis Archives, 2006
Calls for accountability in America's schools have created increased responsibilities for educational leaders. In this article, we describe and discuss a study of elementary, middle, and high school principals' perceptions of the state-wide educational accountability program in North Carolina. The respondents indicated that the state's…
Descriptors: Testing Programs, Sanctions, School Safety, Federal Legislation
Rouk, Ullik – Insights on Education iPolicy, Practice, and Research, 2000
State leaders are using complex accountability systems, composed of standards, assessments, public reporting, rewards, and sanctions, to raise student, school, and district achievement. The public strongly supports making academic standards more challenging, despite a lack of consensus on content and outcomes. Some states may revise standards…
Descriptors: Academic Achievement, Academic Standards, Access to Information, Accountability
Wiley, Edward W.; Mathis, William J.; Garcia, David R. – Education Policy Research Unit, 2005
This study finds that nearly every school in the Great Lakes states is threatened to fail the Adequate Yearly Progress (AYP) requirements mandated by the federal "No Child Left Behind" (NCLB) Act. NCLB holds schools and districts accountable for student achievement on state standardized tests and schools that do not make AYP face…
Descriptors: Achievement Gap, Social Problems, Sanctions, Federal Legislation